Values for Educational Leadership by Graham Haydon

By Graham Haydon

What are values? the place do our values come from? How do our values make a distinction in schooling?

For academic leaders to accomplish contrast of their perform, it will be significant to set up transparent own values instead of reacting to the implicit values of others. This enticing publication publications readers in considering the values they bring about to their job and the values they intend to advertise.

Values for academic Leadership promotes severe idea and confident research approximately underlying values that contain:

  • Aims and ethical goal in schooling
  • Individual characteristics in academic management
  • Vision in schooling
  • School ethos and tradition
  • Schools as an academic communities

Inviting mirrored image utilizing priceless case reports and work-through actions, this source is perfect for an individual operating towards specialist skills resembling NPQH and is beneficial for educators intending to excellence in academic management.

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We can speak, for instance, of a caring school as well as of a caring person. We shall return in Chapters 5 and 6 to the question of what is involved in attributing desirable (or undesirable) qualities to a whole school. Finally in this chapter, some cautionary notes about ways in which we should not think about values for educational leadership (drawing in part on Foster, 2003). • We should not put all our reliance on empirically based approaches to thinking about values – looking at how people try to pursue their goals and to put their values into effect – because while such approaches can give us a sense of what is possible and show effective ways of achieving given ends, they cannot tell us which ends we should be pursuing.

1916) Democracy and Education. New York: Macmillan. Chapter 8, ‘Aims in education’ is still a good introduction to thinking about the aims of education. Fullan, M. (2003) The Moral Imperative of School Leadership. Thousand Oaks, CA: Corwin Press (Sage). A short book, which aims to inspire as well as to be practical. While very clearly rooted in its North American context, it is a good basis for thinking about moral purpose in education. Haydon, G. (2007) Values in Education. London: Continuum.

But in that situation, ineffectiveness (relative to Nazi ends) was better, morally, than effectiveness; there were a few brave people, even within the ranks of the Nazi Party, who were deliberately and unobtrusively ineffective. That is to say, they were ineffective in promoting the Nazi Party’s ends; in terms of saving lives or helping people retain some human dignity they may have been as effective as they could be. ) The general point here is that when we praise the effectiveness of leaders we normally mean that they are effective in promoting the goals of their organisation.

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